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An Emerging Paradigm: Artificial Intelligence Literacy

Year 2024, Volume: 8 Issue: 1, 50 - 63
https://doi.org/10.48067/ijal.1422876

Abstract

At the pinnacle of technological advancements, artificial intelligence (AI) significantly influences our lives, with its applications continually expanding. In this context, the concept of AI literacy is crucial for individuals to comprehend and effectively utilize AI technologies. AI literacy involves learning AI concepts and techniques, critically evaluating information provided by AI, and analyzing socially beneficial content to integrate into new applications. In line with emphasizing the importance of this concept, this study aims to explain the concept of AI literacy by drawing on existing research in the literature. To address this goal, the research questions "What is artificial intelligence?" "What is AI literacy?" and “The Importance and Education of Artificial Intelligence Literacy” are explored. The study delves into topics such as the development of artificial intelligence, the definition of AI literacy, and why it is important for societies, contributing insights to the literature. As a result, an understanding is established that contributes to individuals leading lives in harmony with AI technologies.

References

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  • Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: a systematic literature review. International Journal of STEM Education, 10(1), 1-17. https://doi.org/10.1186/s40594-023-00418-7
  • Çelebi, C., Demir, U. & Karakuş, F. (2023). Yapay zekâ okuryazarlığı konulu çalışmaların sistematik derleme yöntemiyle incelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi 5(2), 535-560. https://doi.org/ 10.51119/ereegf.2023.67
  • Çiftçi, D. H. (2004). Türkiye’nin bilim ve teknoloji stratejisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 57-73. Retrieved from https://dergipark.org.tr/tr/pub/cusosbil/issue/4369/59754
  • Çobanoğlu, A., & Oğuzhan, H. (2023). Hemşirelikte teknolojinin gelişimi ve mesleğin geleceğine etkileri. Hemşirelik Bilimi Dergisi, 6(2), 114-122. https://doi.org/10.54189/hbd.1036888
  • Duarte, F. (2024). Number of ChatGPT Users (Mon 2024). Retrieved from https://explodingtopics.com/blog/chatgpt-users
  • Gong, X., Tang, Y., Liu, X., Jing, S., Cui, W., Liang, J., & Wang, F. Y. (2020, October). K-9 artificial intelligence education in qingdao: Issues, challenges and suggestions. In IEEE İnternational Conference on Networking, Sensing and Control (ICNSC), 1–6. IEEE. https://doi.org/10.1109/ICNSC48988.2020.9238087
  • Han, X., Hu, F., Xiong, G., Liu, X., Gong, X., Niu, X., & Wang, X. (2018, November-December). Design of AI+curriculum for primary and secondary schools in Qingdao. In Chinese Automation Congress (CAC), 4135–4140. IEEE. https://doi.org/10.1109/CAC.2018.8623310
  • How, M. L., & Hung, W. L. D. (2019). Educing AI-thinking in science, technology, engineering, arts, and mathematics (STEAM) education. Education Sciences, 9(3), 2-41. https://doi.org/10.3390/educsci9030184
  • Kandlhofer, M., Steinbauer, G., Hirschmugl-Gaisch, S., & Huber, P. (2016, October). Artificial intelligence and computer science in education: From kindergarten to university. In IEEE Frontiers in Education Conference (FIE), 1–9. IEEE. https://doi.org/10.1109/FIE.2016.7757570
  • Karakaş, Z. (1998). Teknoloji yönetimi (Master's thesis, Sakarya Üniversitesi). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Karakoç-Keskin, E. (2023). Yapay zekâ sohbet robotu chatgpt ve türkiye internet gündeminde oluşturduğu temalar. Yeni Medya Elektronik Dergisi, 7(2), 114-131. Retrieved from https://dergipark.org.tr/tr/pub/ejnm/issue/77129/1266798
  • Karakuş, A. (2023). Social studies and artificial intelligence. International Journal of Eurasian Education and Culture, 8(24), 3079-3102. http://dx.doi.org/10.35826/ijoecc.1813
  • Kaul, V., Enslin, S., & Gross, S. A. (2020). History of artificial intelligence in medicine. Gastrointestinal Endoscopy, 92(4), 807-812. https://doi.org/10.1016/j.gie.2020.06.040
  • Klein, A. (2023). AI literacy, explained. Retrieved from Https://Www.Edweek.Org/Technology/Ai-Literacy-Explained/2023/05
  • Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 1-12. https://doi.org/10.1016/j.caeai.2021.100026
  • Köroglu, Y. (2017). Yapay zekâ’nın teorik ve pratik sınırları. Boğaziçi Üniversitesi Yayınevi. Księżak, P. & Wojtczak, S. (2023). Toward a conceptual network for the private law of artificial intelligence. Springer.
  • Kuipers, B., Feigenbaum, E. A., Hart, P. E., & Nilsson, N. J. (2017). Shakey: From conception to history. AI Magazine, 38(1), 88-103. https://doi.org/10.1609/aimag.v38i1.2716
  • Laupichler, M. C., Aster, A., Haverkamp, N., & Raupach, T. (2023). Development of the “Scale for the assessment of non-experts’ AI literacy”–An exploratory factor analysis. Computers in Human Behavior Reports, 12, 1-10. https://doi.org/10.1016/j.chbr.2023.100338
  • Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 1-15. https://doi.org/10.1016/j.caeai.2022.100101
  • Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers & Education: Artificial Intelligence, 2, 1-7. https://doi.org/10.1016/j.caeai.2020.100006
  • Lin, X. F., Zhou, Y., Shen, W., Luo, G. Xian, X. & Pang, B. (2023). Modeling the structural relationships among Chinese secondary school students’ computational thinking efficacy in learning AI, AI literacy, and approaches to learning AI. Education and Information Technologies, 29(1), 1-27. https://doi.org/10.1007/s10639-023-12029-4
  • McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174–1182. https://doi.org/10.1016/j.artint.2007.10.009
  • Mondal, B. (2020). Artificial intelligence: State of the art. In V. E. Balas, R. Kumar & R. Srivastava (Eds.), Recent trends and advances in artificial intelligence and internet of things (pp. 389-424). Springer.
  • Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 1-11. https://doi.org/10.1016/j.caeai.2021.100041
  • Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2023). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 1-23. https://doi.org/10.1111/bjet.13411
  • Ng, D. T. K., Su, J. & Chu, S. K.W. (2023). Fostering secondary school students’ aı literacy through making AI-Driven recycling bins. Education and Information Technologies, 29(1), 1-32. https://doi.org/10.1007/s10639-023-12183-9
  • Okuyucu, Ç., Ramazanoğlu, F., & Tel, M. (2006). Teknolojik gelişim ile serbest zaman faaliyetleri ilişkisi. Fırat Üniversitesi Doğu Araştırmaları Dergisi, 4(3), 58-60. Retrieved from https://dergipark.org.tr/tr/pub/fudad/issue/47088/592228
  • Oral, A. (2021). Yapay zekâ ve makine öğrenmesi. Beta Yayınları. Robinson, S. C. (2020). Trust, transparency, and openness: How inclusion of cultural values shapes Nordic national public policy strategies for artificial intelligence (AI). Technology in Society, 63, 1-15. https://doi.org/10.1016/j.techsoc.2020.101421
  • Schwaber, K. & Sutherland, J. (2020). The scrum guide: The definitive guide to scrum: the rules of the game. Retrieved from https://scrumguides.org/docs/scrumguide/v2020/2020-Scrum-Guide-US.pdf#zoom=100
  • Steinbauer, G., Kandlhofer, M., Chklovski, T., Heintz, F., & Koenig, S. (2021). A differentiated discussion about AI education K-12. KI-Künstliche Intelligenz, 35(2), 131-137. https://doi.org/10.1007/s13218-021-00724-8
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  • Tiernan, P., Costello, E., Donlon, E., Parysz, M., & Scriney, M. (2023). Information and media literacy in the age of AI: Options for the future. Education Sciences, 13(9), 1-11. https://doi.org/10.3390/educsci13090906 ,
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Gelişen Bir Paradigma: Yapay Zekâ Okuryazarlığı

Year 2024, Volume: 8 Issue: 1, 50 - 63
https://doi.org/10.48067/ijal.1422876

Abstract

Teknolojik gelişmelerin zirvesinde olan yapay zekâ günümüzde hayatımızı önemli ölçüde etkilemekte ve kullanım alanları giderek genişlemektedir. Bu bağlamda, bireylerin yapay zekâ teknolojilerini anlaması ve etkili bir şekilde kullanabilmesi için yapay zekâ okuryazarlığı kavramı önemlidir. Yapay zekâ okuryazarlığı, yapay zekâ kavramlarını ve tekniklerini öğrenmeyi, yapay zekâ tarafından sunulan bilgileri eleştirel bir bakış açısıyla değerlendirmeyi ve toplumsal fayda odaklı içerikleri analiz ederek yeni uygulamalara entegre etmeyi içerir. Bu doğrultuda, bu kavramın önemine yönelik olarak, bu çalışmada, literatürde yer alan araştırmalar temel alınarak yapay zekâ okuryazarlığı kavramı açıklanması amaçlanmıştır. Bu amaç doğrultusunda yapay zekâ nedir?, yapay zekâ okuryazarlığı nedir? ve yapay zekâ okuryazarlığının önemi ve eğitimi nedir?, araştırma sorularına cevap aranmıştır. Çalışmada, yapay zekânın gelişimi, yapay zekâ okuryazarlığının tanımı ve toplumlar için neden önemli olduğu gibi konular açıklanmıştır ve bu sayede çalışmanın literatüre katkı sağlanacağı söylenebilir. Sonuç olarak, bireylerin yapay zekâ teknolojileriyle uyumlu bir şekilde yaşamalarına katkı sağlayacak bir anlayış oluşturulmuştur.

References

  • Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71-88. Retrieved from https://dergipark.org.tr/tr/download/article-file/1174773
  • Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: a systematic literature review. International Journal of STEM Education, 10(1), 1-17. https://doi.org/10.1186/s40594-023-00418-7
  • Çelebi, C., Demir, U. & Karakuş, F. (2023). Yapay zekâ okuryazarlığı konulu çalışmaların sistematik derleme yöntemiyle incelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi 5(2), 535-560. https://doi.org/ 10.51119/ereegf.2023.67
  • Çiftçi, D. H. (2004). Türkiye’nin bilim ve teknoloji stratejisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 57-73. Retrieved from https://dergipark.org.tr/tr/pub/cusosbil/issue/4369/59754
  • Çobanoğlu, A., & Oğuzhan, H. (2023). Hemşirelikte teknolojinin gelişimi ve mesleğin geleceğine etkileri. Hemşirelik Bilimi Dergisi, 6(2), 114-122. https://doi.org/10.54189/hbd.1036888
  • Duarte, F. (2024). Number of ChatGPT Users (Mon 2024). Retrieved from https://explodingtopics.com/blog/chatgpt-users
  • Gong, X., Tang, Y., Liu, X., Jing, S., Cui, W., Liang, J., & Wang, F. Y. (2020, October). K-9 artificial intelligence education in qingdao: Issues, challenges and suggestions. In IEEE İnternational Conference on Networking, Sensing and Control (ICNSC), 1–6. IEEE. https://doi.org/10.1109/ICNSC48988.2020.9238087
  • Han, X., Hu, F., Xiong, G., Liu, X., Gong, X., Niu, X., & Wang, X. (2018, November-December). Design of AI+curriculum for primary and secondary schools in Qingdao. In Chinese Automation Congress (CAC), 4135–4140. IEEE. https://doi.org/10.1109/CAC.2018.8623310
  • How, M. L., & Hung, W. L. D. (2019). Educing AI-thinking in science, technology, engineering, arts, and mathematics (STEAM) education. Education Sciences, 9(3), 2-41. https://doi.org/10.3390/educsci9030184
  • Kandlhofer, M., Steinbauer, G., Hirschmugl-Gaisch, S., & Huber, P. (2016, October). Artificial intelligence and computer science in education: From kindergarten to university. In IEEE Frontiers in Education Conference (FIE), 1–9. IEEE. https://doi.org/10.1109/FIE.2016.7757570
  • Karakaş, Z. (1998). Teknoloji yönetimi (Master's thesis, Sakarya Üniversitesi). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Karakoç-Keskin, E. (2023). Yapay zekâ sohbet robotu chatgpt ve türkiye internet gündeminde oluşturduğu temalar. Yeni Medya Elektronik Dergisi, 7(2), 114-131. Retrieved from https://dergipark.org.tr/tr/pub/ejnm/issue/77129/1266798
  • Karakuş, A. (2023). Social studies and artificial intelligence. International Journal of Eurasian Education and Culture, 8(24), 3079-3102. http://dx.doi.org/10.35826/ijoecc.1813
  • Kaul, V., Enslin, S., & Gross, S. A. (2020). History of artificial intelligence in medicine. Gastrointestinal Endoscopy, 92(4), 807-812. https://doi.org/10.1016/j.gie.2020.06.040
  • Klein, A. (2023). AI literacy, explained. Retrieved from Https://Www.Edweek.Org/Technology/Ai-Literacy-Explained/2023/05
  • Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 1-12. https://doi.org/10.1016/j.caeai.2021.100026
  • Köroglu, Y. (2017). Yapay zekâ’nın teorik ve pratik sınırları. Boğaziçi Üniversitesi Yayınevi. Księżak, P. & Wojtczak, S. (2023). Toward a conceptual network for the private law of artificial intelligence. Springer.
  • Kuipers, B., Feigenbaum, E. A., Hart, P. E., & Nilsson, N. J. (2017). Shakey: From conception to history. AI Magazine, 38(1), 88-103. https://doi.org/10.1609/aimag.v38i1.2716
  • Laupichler, M. C., Aster, A., Haverkamp, N., & Raupach, T. (2023). Development of the “Scale for the assessment of non-experts’ AI literacy”–An exploratory factor analysis. Computers in Human Behavior Reports, 12, 1-10. https://doi.org/10.1016/j.chbr.2023.100338
  • Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 1-15. https://doi.org/10.1016/j.caeai.2022.100101
  • Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers & Education: Artificial Intelligence, 2, 1-7. https://doi.org/10.1016/j.caeai.2020.100006
  • Lin, X. F., Zhou, Y., Shen, W., Luo, G. Xian, X. & Pang, B. (2023). Modeling the structural relationships among Chinese secondary school students’ computational thinking efficacy in learning AI, AI literacy, and approaches to learning AI. Education and Information Technologies, 29(1), 1-27. https://doi.org/10.1007/s10639-023-12029-4
  • McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174–1182. https://doi.org/10.1016/j.artint.2007.10.009
  • Mondal, B. (2020). Artificial intelligence: State of the art. In V. E. Balas, R. Kumar & R. Srivastava (Eds.), Recent trends and advances in artificial intelligence and internet of things (pp. 389-424). Springer.
  • Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 1-11. https://doi.org/10.1016/j.caeai.2021.100041
  • Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2023). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 1-23. https://doi.org/10.1111/bjet.13411
  • Ng, D. T. K., Su, J. & Chu, S. K.W. (2023). Fostering secondary school students’ aı literacy through making AI-Driven recycling bins. Education and Information Technologies, 29(1), 1-32. https://doi.org/10.1007/s10639-023-12183-9
  • Okuyucu, Ç., Ramazanoğlu, F., & Tel, M. (2006). Teknolojik gelişim ile serbest zaman faaliyetleri ilişkisi. Fırat Üniversitesi Doğu Araştırmaları Dergisi, 4(3), 58-60. Retrieved from https://dergipark.org.tr/tr/pub/fudad/issue/47088/592228
  • Oral, A. (2021). Yapay zekâ ve makine öğrenmesi. Beta Yayınları. Robinson, S. C. (2020). Trust, transparency, and openness: How inclusion of cultural values shapes Nordic national public policy strategies for artificial intelligence (AI). Technology in Society, 63, 1-15. https://doi.org/10.1016/j.techsoc.2020.101421
  • Schwaber, K. & Sutherland, J. (2020). The scrum guide: The definitive guide to scrum: the rules of the game. Retrieved from https://scrumguides.org/docs/scrumguide/v2020/2020-Scrum-Guide-US.pdf#zoom=100
  • Steinbauer, G., Kandlhofer, M., Chklovski, T., Heintz, F., & Koenig, S. (2021). A differentiated discussion about AI education K-12. KI-Künstliche Intelligenz, 35(2), 131-137. https://doi.org/10.1007/s13218-021-00724-8
  • Stolpe, K., & Hallström, J. (2024). Artificial ıntelligence literacy for technology education. Computers and Education Open, 6, 1-19. https://doi.org/10.1016/j.caeo.2024.100159
  • Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 1-14. https://doi.org/10.1016/j.caeai.2023.100124
  • Tiernan, P., Costello, E., Donlon, E., Parysz, M., & Scriney, M. (2023). Information and media literacy in the age of AI: Options for the future. Education Sciences, 13(9), 1-11. https://doi.org/10.3390/educsci13090906 ,
  • Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019, January- February). Envisioning AI for K-12: What should every child know about AI?. In Proceedings of the AAAI-19 Conference on Artificial Intelligence, 33(01), 9795-9799. https://doi.org/10.1609/aaai.v33i01.33019795
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There are 49 citations in total.

Details

Primary Language Turkish
Subjects Applied and Developmental Psychology (Other)
Journal Section Makale
Authors

Mehmet Çetin 0000-0002-3065-1969

Aylin Karakuş 0000-0002-3309-5275

Şükran Geçgel 0000-0002-7582-6291

Early Pub Date April 16, 2024
Publication Date
Submission Date January 20, 2024
Acceptance Date April 1, 2024
Published in Issue Year 2024 Volume: 8 Issue: 1

Cite

APA Çetin, M., Karakuş, A., & Geçgel, Ş. (2024). Gelişen Bir Paradigma: Yapay Zekâ Okuryazarlığı. International Journal of Active Learning, 8(1), 50-63. https://doi.org/10.48067/ijal.1422876
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